• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Curriculum, Teaching and Learning (4)
    • Cho, Kimberly (1)
    • Labrie, Normand (1)
    • Piccardo, Enrica (1)
    • Scardamalia , Marlene (1)
    • Spada, Nina (1)
    • Tjandra, Christina Sandi (1)
    • Tsuji, Wakana (1)
    • Valeo, Antonella (1)
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Book (4)
  • 
    BLLDB-Access:
    • free (4)
    • subject to license (0)

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel Tsuji, Wakana. - : University of Toronto, 2022 BASE Show details 2 Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning Tjandra, Christina Sandi. - 2019 BASE Show details 3 Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students’ Perceptions of French-English Proximity Cho, Kimberly. - 2018 Abstract: This study explores adult students’ subjective perceptions of the proximity between French and English. Through a plurilingual, ecological perspective (Piccardo, 2017; van Lier, 2004a) and the theory of affordances (Gibson, 1979/1986; Rietveld Kiverstein, 2014), perception of language proximity is conceptualized as a dynamic construct that can either facilitate or hinder learning. This study implements four methods (drawing task, language background questionnaire, cognate recognition task and semi-structured interview) to analyze participants’ perceptions of French-English similarities at three levels of analysis (cognate characteristics, patterns within groups and individual perceptions). The findings suggest that participants who viewed cognates as facilitative for their language learning had greater metalinguistic awareness and recognized more French-English cognates. Conversely, participants who perceived cognates as detrimental to their learning tended to demonstrate a lack of metalinguistic awareness and recognized very few French-English cognates. The study highlights the importance of fostering close perceptions of language proximity in language learning. ; M.A. Keyword: 0444; ecological perspective; French language learning; metalinguistic awareness; plurilingualism; student perceptions; theory of affordances URL: http://hdl.handle.net/1807/91508 BASE Hide details 4 The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program Valeo, Antonella. - NO_RESTRICTION BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 4 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0